BOOK REVIEWS Mary Lynn Rampolla. A Pocket Guide to Writing in History. Seventh ed. Boston and New York: Bedford/St. Martin's, 2012. Pp. 176. Paper, $22.95; ISBN 0-312- 61041-6. Now in its seventh edition, Mary Lynn Rampolla's Pocket Guide to Writing in History is a brief and clearly written guide to the process of"doing history." Its target audience is undergraduate students in classes that have a significant writing component. The little book features chapters on working with primary and secondary sources, approaching common assignments in history classes, learning how to think and write like a historian, writing a research paper, avoiding plagiarism, and finally, in an extended section, quoting and documenting sources. Each chapter offers sound advice for students, but instructors will find a number of them particularly useful. The compact chapter on working with sources (chapter two )-primary and secondary, written and visual, and those found on the Internet-will get students up to speed on the variety of sources that they likely will encounter and the ways that different types of sources can be utilized. The "tips for writers" boxes that are found throughout the book will be quite helpful, and none more so than the four that provide lists of questions that students can use to begin analyzing various types of source material. The chapters on thinking and writing like a historian and writing a research paper (chapters four and five) also provide expert guidance that students will read with great profit. The section on thinking like a historian, for example, advises students to respect their subject, to avoid generalizations and anachronism, and to be aware of their own biases. The chapter on writing a research paper walks students through the key steps of producing a college-level research paper: choosing a topic and developing a research question, locating primary and secondary sources, taking notes, developing a thesis, outlining, and, finally, revising and editing. The chapter on quoting and documenting sources ( chapter seven) is by far the longest in the book. It explains when to quote and when to paraphrase and how to document sources and construct bibliographies. It also has a long section-based on the Chicago Manual ofStyle, 16th edition-that describes how to format notes and bibliographies. This edition of A Pocket Guide to Writing in History has retained most of the features of the sixth edition but has updated some sections and added some new material. The most significant change is the increased attention Rampolla gives to electronic sources. She provides guidance on evaluating, locating, and citing electronic sources. This is an important addition, as students are increasingly likely to rely on online databases for research projects. Other fairly minor additions appear throughout the text. The new section on preparing for history exams is the least useful of the additions, not because the suggestions are not good, but because most instructors will have their own instructions and guidance for students and because the material fits somewhat awkwardly into a book that is otherwise focused on more formal writing assignments. That said, this is still the best guide of its type and it can be recommended Book Reviews 103 heartily for courses on historical methods and classes in which students will be asked to produce a research paper. Indiana University Christopher A. Molnar Donna Wilson and Marcus Conyers. Five Big Ideas for Effective Teaching: Connecting Mind, Brain, and Education Research to Classroom Practice. New York: Teachers College Press, 2013. Pp. 208. Paper, $28.95; ISBN 978- 0807754252. Five Big Ideas for Effective Teaching: Connecting Mind, Brain, and Education Research to Classroom Practice reminds educators that they alone are the biggest difference in how well students learn. This declaration is especially important because schools and educators face challenges that go beyond the core of traditional schooling. Students in the twenty-first century need more practice at critical thinking, problem- solving, and interpersonal skills to function in their vocation and personal lives. The text states that in the early to mid-twentieth century one in twenty jobs required specialized knowledge and thinking. However, today fourteen in twenty require those types of skills. To prepare students effectively for life in the twenty-first century, teachers need to enhance their toolboxes and be "open to new ideas," adopting the motto of "adaptive experts" and become lifelong learners by "practicing what they teach." The text begins with a discussion of research in neuroeducation, or "an emerging effort to integrate neuroscience methods, particularly functional neuroimaging with behavioral methods to address issues oflearning and instruction" and neuropsychology. This research coupled with the challenges facing students and teachers propelled the authors to focus their aim in development of effective instruction and "to link a practical understanding of intelligence, potential and plasticity with functional frameworks for increasing student achievement, putting the brain and body to work in learning and powering learning through metacognition." In five chapters the big ideas- neurocognitive plasticity, learning potential, modifiability of intelligence, the role ofbody and brain, and metacognition-provide readers with a well-researched text defining, explaining, and demonstrating practical applications for each, while connecting them to Common Core State Standards. The Five Big Ideas for Effective Teaching is a supplemental text that complements 11 any education course or professional development department targeting pre-service, I young, or veteran teachers. This text is especially appropriate for lecturing in methods courses or required reading in graduate courses, professional development departments, or professional learning communities. Reading the text spurred me to reflect on my own teaching style and allowed me to make adjustments in my methods courses. The information in the text will provide a framework for effective instruction. The text is 104 Teaching History research-based, allowing me to teach theory and practice hand in hand. Demonstrating the practical applications from the text connects the students with state, national, and especially Common Core Standards. This text is well-written and researched. I would recommend it to any professor, teacher, or administrator trying to improve instruction. It is important that all educators, especially those in the classroom, remember that they make the biggest difference for student learning. University of Central Missouri Star Nance Robert C. Williams. The Forensic Historian: Using Science to Reexamine the Past. Armonk, NY: M.E. Sharpe, Inc., 2013. Pp. 160. Paper, $19.95; ISBN 978- 0765636621. Seeking the truth about the past means that history is part mystery and that historians function as detectives, forever revisiting, reevaluating, and revising the past. Although forensic history is not yet an acknowledged field under history's umbrella, it exists nonetheless: "Forensic historians apply science to questions ofhistorical interest, debate, or argument that may also have legal implications." This intriguing-if-brief introduction to the subject surveys the evolution of forensic history through twenty historical criminal cases in which forensic science investigators-starting in 1953 with the reconstruction of the face oflvan the Terrible to the DNA analysis that confirmed the death of Osama bin Laden in 2011-"have tried to solve a mystery or revised accepted historical wisdom." We learn to appreciate the art and science of facial reconstruction, now including both Copernicus and Henri IV of France (although not referred to by Williams) in this virtual three-dimensional museum, as well as the sophisticated analysis of DNA fingerprinting. To go a bit further with the possibilities of forensic history, while this book was in press the skeletal remains of England's Richard III were unearthed, with verification from radiocarbon dating, contemporary reports of his appearance, and a comparison of his mitochondrial DNA with descendants. Body and facial reconstruction were undertaken, revealing severe scoliosis, which likely caused his hunchback and one shoulder to be higher than the other. The cases, most of which run between four and six pages, are divided into four broad categories: Chemistry and Forgery, Atomic Evidence, Bones to DNA Fingerprinting, and Not-So-Cold Cases. Through them we see how forensic history is a complicated and sophisticated interdisciplinary subject, combining traditional history with the expertise of a host of scientific fields to help us to solve or clarify many of the mysteries that chart the course of the past. Most of the cases cover European and United States history, butthey nonetheless demonstrate the value offorensic history and science for the broader landscape of global history. An introduction examines the scope of evidence, while the conclusion looks at modem forensics and historical Book Reviews 105 rev1s1on. A glossary identifies acronyms and defines terms. References are provided for each case, and a bibliography offers additional sources for further investigation. Controversy is integral to the field, as exhibited in the debate over the authenticity ofthe Shroud ofTurin-despite evidence from carbon-14 dating-and the assassination of John F. Kennedy-despite neutron activation analysis proving that the bullet fragments in